@article{reilly_stevenson_warner_park_knollenberg_lawson_brune_barbieri_2022, title={Agricultural and environmental education: a call for meaningful collaboration in a U.S. context}, volume={28}, ISSN={["1469-5871"]}, url={https://doi.org/10.1080/13504622.2022.2040431}, DOI={10.1080/13504622.2022.2040431}, abstractNote={Abstract Blending agricultural education (AE) and environmental education (EE) frameworks is a promising pathway towards the goals of boosting environmental engagement and support for local agricultural systems among broad public audiences. However, thoughtful and intentional collaboration between researchers is needed to facilitate these outcomes. We feel it is important to collapse existing disciplinary walls between AE and EE to effectively reposition both as critical public goods and address inequitable access to environmental and agricultural knowledge among the next generation. In this paper, we outline the historical context for the silos between U.S.-based AE and EE programmatic and research practice. We then present a new collaborative structure for scholars in both fields to work together to build agricultural and environmental literacy in support of environmentally sustainable, economically robust, and socially responsible agroecosystems. Ultimately, we aim to create structures for broader and more collaborative efforts through which to improve agricultural and environmental literacy for new generations of learners.}, number={9}, journal={Environmental Education Research}, publisher={Informa UK Limited}, author={Reilly, C. and Stevenson, K. and Warner, W. and Park, T. and Knollenberg, W. and Lawson, D. and Brune, S. and Barbieri, C.}, year={2022}, pages={1410–1422} }
 @book{park_berescik_2021, place={Chicago, IL}, title={Natural resources systems}, publisher={Goodheart-Willcox Publisher}, author={Park, T. and Berescik, T.}, year={2021} }
 @article{curry_warner_park_2018, title={Exploring the Motivations of Competitors in the FFA Meats Evaluation Career Development Event}, volume={43}, ISSN={1554-754X}, url={http://dx.doi.org/10.5328/cter43.2.149}, DOI={10.5328/cter43.2.149}, number={2}, journal={Career and Technical Education Research}, publisher={Association for Career and Technical Education Research}, author={Curry, Kevin and Warner, Wendy J. and Park, Travis D.}, year={2018}, month={Sep}, pages={149–159} }
 @article{park_pearson_richardson_2017, title={Curriculum Integration: Helping Career and Technical Education Students Truly Develop College and Career Readiness}, volume={92}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2017.1302213}, DOI={10.1080/0161956X.2017.1302213}, abstractNote={All students need to learn how to read, write, solve mathematics problems, and understand and apply scientific principles to succeed in college and/or careers. The challenges posed by entry-level career fields are no less daunting than those posed by college-level study. Thus, career and technical education students must learn effective math, literacy, and scientific concepts and processes. The National Center for Career and Technical Education Research completed three separate experimental design studies about the integration of math, literacy, and science in CTE courses. Across the studies, integration of core academics in CTE courses improved students' academic achievement as measured by standardized assessments.}, number={2}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Park, Travis and Pearson, Donna and Richardson, George B.}, year={2017}, month={Mar}, pages={192–208} }
 @article{lunsford_warner_park_morgan_2016, title={Agricultural Education Teacher Candidates' Perceptions of the edTPA}, volume={41}, ISSN={1554-754X}, url={http://dx.doi.org/10.5328/cter41.3.213}, DOI={10.5328/cter41.3.213}, number={3}, journal={Career and Technical Education Research}, publisher={Association for Career and Technical Education Research}, author={Lunsford, Amanda and Warner, WendyJ. and Park, TravisD. and Morgan, JoyE.}, year={2016}, month={Dec}, pages={213–225} }
 @book{rayfield_smith_park_croom_2016, place={Chicago, IL}, title={Principles of agricultural, food, and natural resources}, ISBN={978–1–63126–235–7}, publisher={Goodheart-Willcox Publisher}, author={Rayfield, J. and Smith, K. and Park, T. and Croom, D.B.}, year={2016} }
 @article{pritts_park_2013, title={Proposed Learning Outcomes for Four-year Horticulture Programs in the United States}, volume={23}, ISSN={1063-0198 1943-7714}, url={http://dx.doi.org/10.21273/horttech.23.2.237}, DOI={10.21273/horttech.23.2.237}, abstractNote={Most institutions that offer a degree in horticulture have established a set of learning outcomes for the major or are in the process of doing so. Because horticulture programs are being subsumed into larger entities, and because there is no process for providing consistency of expectations for horticulture majors, a group of horticulture administrators from across the United States initiated an effort to develop a common set of learning outcomes that would be appropriate for any four-year horticulture program. The intent was to identify learning outcomes that could be made more specific for an institution’s local conditions and capacities, or expanded to accommodate broader plant science-type majors. Five outcomes with specific goals were identified. An increasing level of higher-order thinking skills is associated with later learning outcomes. The outcomes are knowledge acquisition; knowledge integration; synthesis, creativity and problem-solving; communication; and demonstration of professionalism and proficiency. Adopting these learning outcomes can provide students with guidance in choice of major, faculty with a tool for curriculum development and program assessment, and employers with expectations for new horticulture graduates.}, number={2}, journal={HortTechnology}, publisher={American Society for Horticultural Science}, author={Pritts, Marvin P. and Park, Travis}, year={2013}, month={Apr}, pages={237–240} }
 @article{baurle_park_2012, title={Multidisciplinary instruction: Utilizing outdoor education in the plant sciences}, volume={22}, number={5}, journal={HortTech}, author={Baurle, T.L. and Park, T.D.}, year={2012}, pages={715–718} }
 @article{kitchel_smith_henry_robinson_lawver_park_schell_2012, title={Teacher Job Satisfaction and Burnout Viewed through Social Comparisons}, volume={53}, ISSN={1042-0541}, url={http://dx.doi.org/10.5032/jae.2012.01031}, DOI={10.5032/jae.2012.01031}, abstractNote={Understanding job satisfaction, stress, and burnout within agricultural education has the potential to impact the profession’s future. Studying these factors through the theoretical lens of social comparison takes a cultural approach by investigating how agriculture teachers interact with and compare themselves to others. The purpose of this study was to determine if relationships existed between social comparison and job satisfaction and/or burnout among secondary agriculture teachers representing six states. Findings indicated that teachers were satisfied with their jobs and tended to engage most frequently in upward assimilative (UA) comparisons, leading to inspiration emotional outcomes. According to the Maslach Burnout Inventory for Educators (MBI–E), teachers experienced low levels of burnout related to personal accomplishment (PA) and depersonalization (DE), and moderate levels related to emotional exhaustion (EE). Seven moderate relationships were found between dimensions of social comparison and either burnout and/or job satisfaction.}, number={1}, journal={Journal of Agricultural Education}, publisher={American Association for Agricultural Education}, author={Kitchel, Tracy and Smith, Amy and Henry, Anna and Robinson, Shane and Lawver, Rebecca and Park, Travis and Schell, Ashely}, year={2012}, month={Mar}, pages={31–44} }